Introduction:
This unit will focus on the elements of literature and different types of writing. The class will be reading several short stories from different genres while mastering literary elements. The purpose of teaching this unit is for the students to become familiar enough with the elements of literature and different styles of writing to identify all parts of literature. In addition, students will identify the different purposes of using different styles of writing. Lastly, the students will explore and use this new knowledge in their own writing.
Unit Objectives:
Student will be able to identify all parts of a short story: characters, setting, plot, conflict
Students will understand the point-of-view, voice, tone, dialogue of characters/narrator
Students will be able to identify and use writing style elements: symbolism, themes, allegory, imagery
Student will understand what the purpose of using each type of writing technique and their effectiveness for different audiences
Students will be able to discern each style of writing and their sub-categories: fiction, literature, poetry, non-fiction
Time Required: 3 Weeks
Unit 1, Lesson 1
Unit 1, Lesson 1: Introduction to Unit
Assignment type: Internet –based, group research project
Lesson objectives: · Student will be able to identify all parts of a novel: characters, setting, plot, conflict · Student will be able to use the internet as a research tool · Student will learn cooperative learning style
Time required to complete this lesson: 1 day
Title of lesson: Introduction to Unit 1 + Elements of Literature Scavenger Hunt
Description of lesson:
This lesson is used to set up the format of the entire unit.
First, we will be creating and organizing our Unit 1 notebook - which will include these sections: Unit Vocabulary, Big Ideas, Hand-outs, My Journal, and Web Resources.
Second, the class will collaborate by doing to internet-based scavenger hunt. The scavenger hunt introduces some of the website we will be using throughout the semester, Smart Searching Techniques, and students will find some of the elements of literature. This assignment will be done in-class by the teacher, while the class works along simultaneously on their personal computers.
Third, we will start reading the short story "Sonny's Blues" by James Baldwin.
Technology Assignment:
In class, we will log in to the class website together to look at the description of Lesson One. We will proceed to follow the link to our Elements of Literature Scavenger Hunt and work through the assignment together.
Technology used: Flash Drive
Internet
Classroom laptop computers
The technology used in this lesson changes the teaching / learning in this way: Students are not passively listening to lecture, taking notes that they might never look at again. In this lesson, the student is responsible for finding the information in a group using the internet as the tool. Because the student is finding the information on the internet, the learning of the lesson is more interesting and active.
Homework:
Tonight, read the rest of "Sonny's Blues" by James Baldwin. *Tomorrow we will be using the story to answer questions*
Unit 1, Lesson 2: Charcter Analysis & Music Expressions
Students will be able to recognize literature as a record of human experience
Students will be able to critically analyze literature and compare to music
Students will be able to analyze characters in a story
Students will be able to improve vocal expression of ideas
Time required to complete this lesson: 1 day Title of lesson: Music & “Sonny’s Blues” (Why Jazz?) Resources/materials needed:
Classroom laptop computers (each individual)
Elements of Literature Notebook (ELN)
Flash Drive (USB portable storage device)
Scratch paper, pen or pencil
Description of lesson:
In this lesson, we will pair Jazz music and “Sonny’s Blues” together to aid in a greater understanding of both.
We will watch two videos of Jazz musicians who are known for improvisational music (Jaco Pastoris + Marcus Miller).
Next, we will be discussing the class’s personal reaction to the story. Our focus will be on answering the question, “Why did Baldwin create a character that played Jazz?”
We will be looking at character analysis: character to character, character to society, character to reader.
Assignment:
After class discussion, go to Read.Write.Think. website (www.readwritethink.org), go to the link “Literary Elements Map.” Create online a map for characters, conflict, resolution, and setting for the short story “Sonny’s Blues”.
You may work in pairs, but you must have your own Literary Elements Map to turn in.
You may print out a copy for your ELN, however you can also just save to your flash drive for now.
Please, e-mail me a copy for grading.
Technology used:
Laptop computer
Internet website
Flash drive
Printer (optional)
The technology used in this lesson changes the teaching / learning in this way:
By using the Read.Write.Think. website, the students are responsible for their own creation of notes. By allowing them to work in pairs, they are learning collaboration skills. Because I do not require the students to print out their final product, they are learning a new way of thinking about technology as a whole – in relation to themselves, school, and the environment.
Unit 1, Lesson 3
Assignment type: Reading + Interactive Learning
Lesson objectives:
· Identify parts of a short story: introduction, conflict, climax, resolution
· Analyze characters of a story using textual evidence: personality, background information, motivation, actions
Time required to complete this lesson: 1 days
Title of lesson: Enhancing Reading + Tone in Literary Work
Resources/materials needed:
ELN
Description of lesson:
In class the students will be reading Amy Tan's short story "A Pair of Tickets". As they read, they will be creating a graphic organizer that maps out the story of "A Pair of Tickets"; it is essential tolok at this story in terms of the use of flashback. By the end of the short story, the student will have a detailed knowledge of the events of the story and be able to identify why each action led to the next.
The student will then create an index of online flashcards that identifies and documents the details of each main character (including their personalities, background information, motivation, and actions) and also the events of the story. With these flashcards, each student will be asked to manipulate the characters and their journey's to create a new order of events for the story - essentially rewriting the story without a flashback.
Assignment:
In Class: · Read Amy Tan's short story "A Pair of Tickets" · Create individual graphic organizers using the internet site Mind42 · Create individual flashcards using the internet site IQFuse
In Class + At Home:
Technology used: · Mind42 · IQFuse
The technology used in this lesson changes the teaching / learning in this way: In class we will read the short story "A Pair of Tickets", it will be essential to create a graphic organizer to keep track of all the elements of literature in the short story. In addition it will be necessary to create flashcards to identify the characters, and to document to character/time changes for th assignment.
To create individual graphic organizers, we will be using the web-based application Mind42. This site will allow the students to create, share, and continuously update their graphic organizer online as the story progresses. They will also be able to share their graphic organizers with the class, which will encourage a collaborative learning environment.
To create flashcards, we will be using a web-based application from IQFuse. This site will allow the class to create their own flashcards and be able to share their flashcards with the class as well. They will be able to review, update, and delete their flashcards as their knowledge progresses.
The purpose of using these online resources in the classroom has many benefits, but the 3 main reasons are: 1) access to the information at all times (both student and teacher) providing a constant update of progress of student knowledge; 2) there are no missing or lost assignments or information; 3) the student can study at any time and at their own pace, if they need to review or get help from others' projects it is available to them at any time.
Homework:
Continue to update and organize your flashcards
Unit 1, Lesson 4
Assignment type: Researching to Write Lesson objectives:
Learn to research a time period, using technology and scholarly resources
Learn to write a research paper, using scholarly resourses
Learn to use correct citations for any type of resource
Learn to use on-line media to create a mini-video which includes cited photos, information, and audio Time required to complete this lesson: 4 days Title of lesson: Using Technology to Write Resources/materials needed:
Scholarly journals, encyclopedias, books (on-line or hard copy)
Class notes
Animoto (website) Description of lesson:
In this lesson, the student will learn the basic knowledge of each historical literary time period. With this knowledge, they will choose a time period that most interests them and begin to research that time period further, using outside scholoarly sources. What the student finds about the literary period, they will use to write a cohesive essay using their found knowledge. They will also create a mini-video in which they will use photos, information, and audio. Assignment:
Essential Question: How does each literary period reflect the events and lifestyles of the period?
In class, we will learn breifly about each historical literary time period. You will choose a time period that most interests you and will research facts about this time period. With the scholarly knowledge found, you will write an essay that includes these facts. In addition to your scholarly research paper, you will include a brief (1 page) Author's Note explaining why you found this time period interesting, and what effect learning about this time period had on you or your own writing. When done with the research paper, you will create an mini-video using the Web 2.0 tool Animoto. In your mini-video, you will include photos, art, music, and text that describe your time period. Your mini-video should be at least 8 slides long. (Use the below examples as a guide for your own mini-video) Technology used:
Internet databases, encyclopedias, university websites
Animoto (mini-video website) The technology used in this lesson changes the teaching / learning in this way:
By using the internet for a scholarly research paper, the students will learn how to descriminate between factual information on the web and opinion. They will find that the internet can be a useful tool for gaining knowledge and how to use that knowledge in a scholarly way.
A Look at Medieval Literature:
This mini-video is to be used as a guide for each student in order for them to make their own mini-video about what they learned. This video combines artwork, music, and facts about the Medieval Literary time period.
The use of this video and the students creating their own mini-video fits into my Scope and Sequence byt requiring the student to use research to write a scholarly essay then to create a visual media using technology as an enhancement.
A Look at Post-Modernism:
This mini-video is also to be used as a guide for each student in order for them to make their own mini-video about what they learned. Thsi video combines book artwork, contemporary images, and information about the Post-Modernist time period.
Unit 1, Lesson 5
Unit 1, Lesson 6
Assignment type: Research Project – Banned Books Lesson objectives: · Learn to do research using online sources · Use research to critically analyze situations · Learn life connections to important contemporary issue Time required to complete this lesson: 2 Weeks Title of lesson: Life Connections Resources/materials needed: Internet – Tumblr, [[http://www.shelfari.com/my_ultimate_book_list |Shelfari]], NoteStar, and various websites for research Description of lesson: Youhave been appointed to your schools’ Book Reading Committee (BRC) on which you and your peers will decide which books can be read in your school. The BRC is currently debating whether or not to ban a book from the schools’ reading list. You must make a strong argument for BOTH keeping the book in school and for banning it, to use in your debate for the BRC. You will present your decision to either keep or ban the book in a BRC debate.
Assignment: See assignment on Tumblr Technology used: Internet resources (see materials above) The technology used in this lesson changes the teaching / learning in this way: The use of technology in this lesson is essential to keeping the research project up-to-date and relevant in today’s society. Using the internet to research is a multi-faceted approach to an otherwise one-sided view of different issues.
Unit 1, Lesson 7
Assignment type: Lesson objectives: · Time required to complete this lesson: Title of lesson: Learning to Podcast Resources/materials needed: Description of lesson: Assignment: Technology used: The technology used in this lesson changes the teaching / learning in this way:
Unit 1, Lesson 8
Assignment type: Lesson objectives: · Time required to complete this lesson: Title of lesson: Learning to Digital Storytell Resources/materials needed: Description of lesson: Assignment: Technology used: The technology used in this lesson changes the teaching / learning in this way:
Unit 1, Lesson 9
Assignment type: Lesson objectives: · Time required to complete this lesson: Title of lesson: Reviewing All Lessons Resources/materials needed: Description of lesson: Assignment: Technology used: The technology used in this lesson changes the teaching / learning in this way:
Unit 1, Lesson 10
Assignment type: Lesson objectives: · Time required to complete this lesson: Title of lesson: Present Student Work Resources/materials needed: Description of lesson: Assignment: Technology used: The technology used in this lesson changes the teaching / learning in this way:
Unit One: Short Stories
Elements of Writing & Literature
Unit 1, Lesson 1: Introduction to Unit | Unit 1, Lesson 2: Charcter Analysis & Music Expressions | Unit 1, Lesson 3 | Unit 1, Lesson 4 | Unit 1, Lesson 5 | Unit 1, Lesson 6 | Unit 1, Lesson 7 | Unit 1, Lesson 8 | Unit 1, Lesson 10
Introduction:
This unit will focus on the elements of literature and different types of writing. The class will be reading several short stories from different genres while mastering literary elements. The purpose of teaching this unit is for the students to become familiar enough with the elements of literature and different styles of writing to identify all parts of literature. In addition, students will identify the different purposes of using different styles of writing. Lastly, the students will explore and use this new knowledge in their own writing.
Unit Objectives:
Time Required: 3 Weeks
Unit 1, Lesson 1
Unit 1, Lesson 1: Introduction to Unit
Assignment type: Internet –based, group research project
Lesson objectives:
· Student will be able to identify all parts of a novel: characters, setting, plot, conflict
· Student will be able to use the internet as a research tool
· Student will learn cooperative learning style
Time required to complete this lesson: 1 day
Title of lesson: Introduction to Unit 1 + Elements of Literature Scavenger Hunt
Resources/materials needed:
Classroom laptop computers (each individual)
Scratch paper, pen or pencil (optional)
Description of lesson:
This lesson is used to set up the format of the entire unit.
First, we will be creating and organizing our Unit 1 notebook - which will include these sections: Unit Vocabulary, Big Ideas, Hand-outs, My Journal, and Web Resources.
Second, the class will collaborate by doing to internet-based scavenger hunt. The scavenger hunt introduces some of the website we will be using throughout the semester, Smart Searching Techniques, and students will find some of the elements of literature. This assignment will be done in-class by the teacher, while the class works along simultaneously on their personal computers.
Third, we will start reading the short story "Sonny's Blues" by James Baldwin.
Technology Assignment:
In class, we will log in to the class website together to look at the description of Lesson One. We will proceed to follow the link to our Elements of Literature Scavenger Hunt and work through the assignment together.
Technology used:
Flash Drive
Internet
Classroom laptop computers
The technology used in this lesson changes the teaching / learning in this way:
Students are not passively listening to lecture, taking notes that they might never look at again. In this lesson, the student is responsible for finding the information in a group using the internet as the tool. Because the student is finding the information on the internet, the learning of the lesson is more interesting and active.
Homework:
Tonight, read the rest of "Sonny's Blues" by James Baldwin. *Tomorrow we will be using the story to answer questions*
Unit 1, Lesson 2: Charcter Analysis & Music Expressions
Assignment type: In-class Discussion, collaborative learning
Lesson objectives:
Time required to complete this lesson: 1 day
Title of lesson: Music & “Sonny’s Blues” (Why Jazz?)
Resources/materials needed:
Classroom laptop computers (each individual)
Elements of Literature Notebook (ELN)
Flash Drive (USB portable storage device)
Scratch paper, pen or pencil
Description of lesson:
In this lesson, we will pair Jazz music and “Sonny’s Blues” together to aid in a greater understanding of both.
We will watch two videos of Jazz musicians who are known for improvisational music (Jaco Pastoris + Marcus Miller).
Next, we will be discussing the class’s personal reaction to the story. Our focus will be on answering the question, “Why did Baldwin create a character that played Jazz?”
We will be looking at character analysis: character to character, character to society, character to reader.
Assignment:
After class discussion, go to Read.Write.Think. website (www.readwritethink.org), go to the link “Literary Elements Map.” Create online a map for characters, conflict, resolution, and setting for the short story “Sonny’s Blues”.
- You may work in pairs, but you must have your own Literary Elements Map to turn in.
- You may print out a copy for your ELN, however you can also just save to your flash drive for now.
- Please, e-mail me a copy for grading.
Technology used:Laptop computer
Internet website
Flash drive
Printer (optional)
The technology used in this lesson changes the teaching / learning in this way:
By using the Read.Write.Think. website, the students are responsible for their own creation of notes. By allowing them to work in pairs, they are learning collaboration skills. Because I do not require the students to print out their final product, they are learning a new way of thinking about technology as a whole – in relation to themselves, school, and the environment.
Unit 1, Lesson 3
Assignment type: Reading + Interactive Learning
Lesson objectives:
· Identify parts of a short story: introduction, conflict, climax, resolution
· Analyze characters of a story using textual evidence: personality, background information, motivation, actions
Time required to complete this lesson: 1 days
Title of lesson: Enhancing Reading + Tone in Literary Work
Resources/materials needed:
ELN
Description of lesson:
In class the students will be reading Amy Tan's short story "A Pair of Tickets". As they read, they will be creating a graphic organizer that maps out the story of "A Pair of Tickets"; it is essential tolok at this story in terms of the use of flashback. By the end of the short story, the student will have a detailed knowledge of the events of the story and be able to identify why each action led to the next.
The student will then create an index of online flashcards that identifies and documents the details of each main character (including their personalities, background information, motivation, and actions) and also the events of the story. With these flashcards, each student will be asked to manipulate the characters and their journey's to create a new order of events for the story - essentially rewriting the story without a flashback.
Assignment:
In Class:
· Read Amy Tan's short story "A Pair of Tickets"
· Create individual graphic organizers using the internet site Mind42
· Create individual flashcards using the internet site IQFuse
In Class + At Home:
Technology used:
· Mind42
· IQFuse
The technology used in this lesson changes the teaching / learning in this way:
In class we will read the short story "A Pair of Tickets", it will be essential to create a graphic organizer to keep track of all the elements of literature in the short story. In addition it will be necessary to create flashcards to identify the characters, and to document to character/time changes for th assignment.
To create individual graphic organizers, we will be using the web-based application Mind42. This site will allow the students to create, share, and continuously update their graphic organizer online as the story progresses. They will also be able to share their graphic organizers with the class, which will encourage a collaborative learning environment.
To create flashcards, we will be using a web-based application from IQFuse. This site will allow the class to create their own flashcards and be able to share their flashcards with the class as well. They will be able to review, update, and delete their flashcards as their knowledge progresses.
The purpose of using these online resources in the classroom has many benefits, but the 3 main reasons are: 1) access to the information at all times (both student and teacher) providing a constant update of progress of student knowledge; 2) there are no missing or lost assignments or information; 3) the student can study at any time and at their own pace, if they need to review or get help from others' projects it is available to them at any time.
Homework:
Continue to update and organize your flashcards
Unit 1, Lesson 4
Assignment type: Researching to Write
Lesson objectives:
Learn to research a time period, using technology and scholarly resources
Learn to write a research paper, using scholarly resourses
Learn to use correct citations for any type of resource
Learn to use on-line media to create a mini-video which includes cited photos, information, and audio
Time required to complete this lesson: 4 days
Title of lesson: Using Technology to Write
Resources/materials needed:
Scholarly journals, encyclopedias, books (on-line or hard copy)
Class notes
Animoto (website)
Description of lesson:
In this lesson, the student will learn the basic knowledge of each historical literary time period. With this knowledge, they will choose a time period that most interests them and begin to research that time period further, using outside scholoarly sources. What the student finds about the literary period, they will use to write a cohesive essay using their found knowledge. They will also create a mini-video in which they will use photos, information, and audio.
Assignment:
Essential Question: How does each literary period reflect the events and lifestyles of the period?
In class, we will learn breifly about each historical literary time period. You will choose a time period that most interests you and will research facts about this time period. With the scholarly knowledge found, you will write an essay that includes these facts. In addition to your scholarly research paper, you will include a brief (1 page) Author's Note explaining why you found this time period interesting, and what effect learning about this time period had on you or your own writing. When done with the research paper, you will create an mini-video using the Web 2.0 tool Animoto. In your mini-video, you will include photos, art, music, and text that describe your time period. Your mini-video should be at least 8 slides long. (Use the below examples as a guide for your own mini-video)
Technology used:
Internet databases, encyclopedias, university websites
Animoto (mini-video website)
The technology used in this lesson changes the teaching / learning in this way:
By using the internet for a scholarly research paper, the students will learn how to descriminate between factual information on the web and opinion. They will find that the internet can be a useful tool for gaining knowledge and how to use that knowledge in a scholarly way.
A Look at Medieval Literature:
This mini-video is to be used as a guide for each student in order for them to make their own mini-video about what they learned. This video combines artwork, music, and facts about the Medieval Literary time period.
The use of this video and the students creating their own mini-video fits into my Scope and Sequence byt requiring the student to use research to write a scholarly essay then to create a visual media using technology as an enhancement.
A Look at Post-Modernism:
This mini-video is also to be used as a guide for each student in order for them to make their own mini-video about what they learned. Thsi video combines book artwork, contemporary images, and information about the Post-Modernist time period.
Unit 1, Lesson 5
Unit 1, Lesson 6
Assignment type: Research Project – Banned BooksLesson objectives:
· Learn to do research using online sources
· Use research to critically analyze situations
· Learn life connections to important contemporary issue
Time required to complete this lesson: 2 Weeks
Title of lesson: Life Connections
Resources/materials needed:
Internet – Tumblr, [[http://www.shelfari.com/my_ultimate_book_list |Shelfari]], NoteStar, and various websites for research
Description of lesson:
Youhave been appointed to your schools’ Book Reading Committee (BRC) on which you and your peers will decide which books can be read in your school. The BRC is currently debating whether or not to ban a book from the schools’ reading list. You must make a strong argument for BOTH keeping the book in school and for banning it, to use in your debate for the BRC. You will present your decision to either keep or ban the book in a BRC debate.
Assignment:
See assignment on Tumblr
Technology used:
Internet resources (see materials above)
The technology used in this lesson changes the teaching / learning in this way:
The use of technology in this lesson is essential to keeping the research project up-to-date and relevant in today’s society. Using the internet to research is a multi-faceted approach to an otherwise one-sided view of different issues.
Unit 1, Lesson 7
Assignment type:Lesson objectives:
·
Time required to complete this lesson:
Title of lesson: Learning to Podcast
Resources/materials needed:
Description of lesson:
Assignment:
Technology used:
The technology used in this lesson changes the teaching / learning in this way:
Unit 1, Lesson 8
Assignment type:
Lesson objectives:
·
Time required to complete this lesson:
Title of lesson: Learning to Digital Storytell
Resources/materials needed:
Description of lesson:
Assignment:
Technology used:
The technology used in this lesson changes the teaching / learning in this way:
Unit 1, Lesson 9
Assignment type:
Lesson objectives:
·
Time required to complete this lesson:
Title of lesson: Reviewing All Lessons
Resources/materials needed:
Description of lesson:
Assignment:
Technology used:
The technology used in this lesson changes the teaching / learning in this way:
Unit 1, Lesson 10
Assignment type:
Lesson objectives:
·
Time required to complete this lesson:
Title of lesson: Present Student Work
Resources/materials needed:
Description of lesson:
Assignment:
Technology used:
The technology used in this lesson changes the teaching / learning in this way: